With the duration of schooling around the world lengthening, this article examines Kazakhstan's 12-year schooling long-term pilot reform effort project. The purpose of this research was to explore key stakeholders' (administration, teachers, and students) perspectives and experiences of educational change related to the 12-year schooling pilot reform implementation in one mainstream school piloting this reform from 2003 to 2015. The following research questions framed this study: (1) What were stakeholders' perspectives on the 12-year schooling reform?; (2) What educational changes did stakeholders experience?; (3) What challenges were encountered by stakeholders?; and (4) What support was provided to stakeholders to overcome challenges? Given the limited research on reforms on extending years of schooling and the unique decision to conduct a long-term 12-year pilot, this study contributes to understanding the complexities of implementing educational change in Kazakhstan, Central Asia, and other countries. Results from the research found: (1) Participants were enthusiastic about the purposes of the reform and believed that the transition to 12-year education would have brought positive changes; (2) The importance of re-focusing attention on the benefits of an extra year, as well as its impact on the curriculum; and (3) Since the educational reforms aimed to equip students with new skill sets, students' participation in the reform should be encouraged.